On the democratisation of science education through Facebook : implications for autonomy, equality and teacher education in universities
Date
2015
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
UNISA Press
Abstract
In this article I offer a defence for using educational technology to democratise
classroom practices in relation to science education and teacher education at
universities. My contention is that educational technology, more specifically using
Facebook, can engender pedagogical action among learners and educators
that resonates with democratic practices. In other words, using educational
technology in science and teacher education can enhance learner autonomy
and equality, so that critical, self-reflexive thinking and disruptive thought and
action, respectively, can be cultivated through technology-assisted education.
Description
CITATION: Waghid, F. 2015. On the democratisation of science education through Facebook : implications for autonomy, equality and teacher education in universities. South African Journal of Higher Education, 29(2):298–314, doi:10.20853/29-2-482.
The original publication is available at http://www.journals.ac.za/index.php/sajhe
The original publication is available at http://www.journals.ac.za/index.php/sajhe
Keywords
Teachers -- Training of, Science -- Study and teaching, Educational technology
Citation
Waghid, F. 2015. On the democratisation of science education through Facebook : implications for autonomy, equality and teacher education in universities. South African Journal of Higher Education, 29(2):298–314, doi:10.20853/29-2-482.